Activity+1

=Activity 1: Discussion - Technological Skills =

Listen to this activity media type="file" key="OlsonJELT7008-1.mp3" width="240" height="20"

Technological literacy in an online course is just as essential as the ability to read and write in a traditional classroom. In an online course, to function at even the most basic level, one must be fluent with digital tools. A learner will enroll in an e-course for the purpose of learning the course content. If a learner does not have a background in technology, they are now learning the course material and how to function in an e-course also. They are essentially now taking two courses, which often leads to frustration, aggravation, and many times failure.

For an online program to be successful I feel that learners must hold prerequisite technological skills prior to enrolling. Since not all learners will hold the competencies that are required for an e-course, each institution needs to provide an introductory course geared toward developing the skills required to be successful in the program. Similarly, instructors must also be trained to teach in the online environment. Dempsey, Fisher, Wright, and Anderton (2008) found that instructor training was related to the success of the students and those students whom were familiar with technology reported needing less help throughout the course.

In addition to faculty and learner training, it is imperative that the institution facilitating the online learning have the necessary support personnel to manage the physical structure of the online program as well as the technical support learners and faculty will require. El Mansour and Mupinga (2007) identified a lack of technical training and support as two key elements in an online program’s demise. One of the many benefits to online courses is the flexibility to ‘attend’ class at any time of the day or night. Instructors and learners can easily fit coursework into their schedule. With this benefit in mind, in an ideal program, instructors and learners would also have access to 24/7 technical support so that they are able to solve their problem quickly and continue working.

References

El Mansour, B., & Mupinga, D. M. (2007). Students’ positive and negative experiences in hybrid and online classes. //College Student Journal//, 41(1), 242-248. Retrieved from EBSCO//host//.

Dempsey, J. V., Fisher, S. F., Wright, D. E., & Anderton, E. K. (2008). Training and support, obstacles, and library impacts on elearning activities. //College Student Journal//, 42(2), 630-636. Retrieved from EBSCO//host//.